Confidence gains after brief RaT workshops do not automatically translate into improved teaching performance¶
Claim · All claims
Evidence · 1 study · reviewr2·q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? After brief RaT interventions, residents' self-reported confidence improves, but learner ratings of teaching performance may remain unchanged, suggesting one-off sessions may be insufficient for behavioral change. → AlMarzooqi LM 2026
Evidence¶
AlMarzooqi LM 2026¶
AlMarzooqi LM, Goswami N. (2026). Residents as Teachers in postgraduate medical education: a structured review of global evidence and emerging gaps. BMC Medical Education. https://doi.org/10.1186/s12909-026-09920-2
q2 · i? · review · r2
The review's synthesis of multiple short-term pre-post intervention studies in which confidence rose but learner ratings stayed unchanged. The review reports this as a dissociation between self-reported confidence and demonstrated teaching performance.
"Confidence improvements do not automatically translate into improved teaching performance; however, learner ratings remained unchanged following brief interventions in several studies"
Discussion¶
Related Claims¶
- Longitudinal, integrated RaT programs produce more durable teaching skill gains than brief stand-alone workshops — related
- Professional learning experiences shift teachers' beliefs away from traditional views toward practice-based science and increase implementation confidence, with gains leveling off after initial workshops — related
- Parent Coaching Outperforms Information Only — a broader claim this one bears on
- Multi-stakeholder school interventions yielded broader and more durable outcomes than school-only models, though the pattern was not universal — a broader claim this one bears on
- Empathy and communication interventions show short-term gains but evidence on persistence over time is inconsistent — related
- Technology-based interventions in psychiatry education mostly show positive short-term effects on knowledge, skills, confidence, and empathy, but evidence of sustained learning is inconsistent — related
- Sustained interventions with regular reinforcement show more substantial improvements than short-term CPD programs — related
Page metadata
| Field | Value |
|---|---|
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review |
generated |
by process:wiki-ingest on 2026-10-31 |
trust |
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